International Journal of Early Childhood Special Education (INT-JECS)
ISSN: 1308-5581 Vol 14, Issue 03 2022
10058
DOI: 10.9756/INT-JECSE/V14I3.1169
ORGANIZATION OF THE PROCESS OF PRESCHOOL EDUCATION AND
UPBRINGING BASED ON A STUDENT-CENTERED APPROACH
Turdieva Mokhira Jurakulovna
Bukhara State University,
Teacher of the Department of Preschool Education,
mohira.turdiyeva@bk.ruAnnotation
Rakhmonova Gullola Shavkatovna
Bukhara State University,
Teacher of the Department
of Preschool Education
gullolaraxmon76@mail.ru
Gafurova Dilbar Xakimovna
Bukhara State University,
Teacher of the Department of Preschool Education
gafurovad1970@umail.uz
Jabborova Saodat Zoirovna
State University,
Teacher of the Department of Preschool Education
saodatjabborova89@gmail.com
Currently,
there are various technologies, systems and models of training and education. The student-centered
learning model is a trend of modern educational systems, its main theoretical conclusions are well known and have been
widely tested in educational practice. The following article is devoted to the study of the organization of the process of
preschool education and upbringing based on a student-centered approach.
Key words:
approach, personally -oriented, self-realization, principle,
personality, individuality, trust,
Personality - oriented approach involves not the formation of a personality with given properties, but the creation of
conditions for the full manifestation and development of personality functions of the subjects of the educational process .
The personal approach as a direction of activity of the teacher is the basic value orientation of the teacher, I determine
his position in the interaction of each child in the team. The personal approach presupposes assistance to the teacher
and the child in self-awareness as a person,
revealing, disclosing their possibilities, becoming self-awareness, in the
implementation of personally significant and socially acceptable ways of self-determination,
self-realization and self-
affirmation.
In all pedagogical manuals, the importance of two principles is emphasized: taking into account the age
characteristics of pupils and the implementation of education based on an individual approach. Psychological and
pedagogical researches of the last decades have shown that not so much knowledge of the age and individual
characteristics by the educator
is of paramount importance, but the consideration of the personal characteristics and
capabilities of the pupil. Personal approach is understood as a reliance on personal qualities. Personally - oriented
approach in education presupposes realization by the teacher of educational tasks in relation to age, gender, level of
upbringing of children. The work is aimed at studying the qualities
of the individual, her interests, inclinations. It must
be remembered that the child's personality is always individual, with a unique combination of physical and
psychological characteristics that are unique to a particular person and distinguish him from other people.
Taking them
into account, the teacher determines the methods and forms of educational influence on the personality of each
preschooler.
In personality-oriented education, the child is the main protagonist of the entire educational process. The
educator becomes not so much a "source of information" and as a "controller", as a diagnostician and assistant in the
development of the student's personality. The organization of such an educational process presupposes the presence of
a guide, the formula of which may well be taken from - M. Montessori - "help me do it myself." From the basic
concepts, the initial provisions and the basic rules for constructing the process of educating preschoolers follow, which
are reflected in the following principles of a personality-oriented approach:
1.
The principle of self-actualization. In every child there is a need to actualize their intellectual,
communicative, artistic and physical abilities. It is important to awaken and support
the desire pupils to the
manifestation and development of their natural and socially acquired capabilities.
2.
The principle of individuality. Creating conditions for the formation of the individuality of the
personality of the pupil and teacher is the main task of the educational institution. It is necessary not only to take into
account the individual characteristics of pupils, but also to promote their further development in every possible way.
3.
The principle of subjectivity. Individuality is inherent in the person who really has subjective powers
and skillfully uses them in building activities, communication and relationships.
4.
The principle of choice. The development of individuality and subjectness, self-actualization of the
student's abilities is impossible.
